In Ireland too, there have been a number of parallel action learning projects concerned with adult numeracy, published as case studies by the National Adult literacy Agency (NALA). The article, Action learning with Irish numeracy tutors, outlines what three tutors did and the effect it had on their practice. Action Research can be so empowering for teachers, and we are delighted to be able to include the voices of teacher-researchers in this edition.


Tutor and learner creativity is the final response to institutional and policy challenge. Anne Smith describes how Creative English, a small-scale, community-based experimental project has become a national programme for ESOL learners using drama and role-play. On the same topic, Eabhan Ni Shuileabháin, a tutor in Bangor, North Wales, shares her experience of using role play in employability-focused provision. The work of both these practitioners addresses the (potential) challenges of low motivation and restricted resources in a fun and effective way.


Learners too continue to remind us of the importance of adult education and why we must persevere with our resistance to its diminution. In this edition, we add three more stories of resilience to those already published in RaPAL Journals 87 and 88. They continue to inspire us with their writing about how education helped them take more control over their lives.


Irene Schwab


UCL Institute of Education irene.schwab@ucl.ac.uk


Rachel Stubley University of South Wales rachel.stubley@southwales.ac.uk


References Comber, B. (2016) Literacy, Place, and Pedagogies of Possibility London: Routledge


Ivanič, R., Edwards, R., Barton, D., Martin-Jones, M., Fowler, Z., Mannion, G., Miller, K., Satchwell, C., and Smith, J (2009) Improving Learning in College: Rethinking Literacies across the Curriculum. London: Routledge


Tusting, K (2009) 'I am not a "good" teacher; I don't do all their paperwork': Teacher resistance to accountability demands in the English Skills for Life strategy' Literacy and Numeracy Studies 17 (3) 6-26


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